000			02660nam a22002777a 4500
003			ZW-GwMSU
005			20210422100639.0
008			210422b ||||| |||| 00| 0 eng d
022			_a1841-6627
040			_aMSU _cMSU _erda
100	1		_aTawo, R. E. _eauthor
245	1	0	_aRevisiting a student -oriented curriculum in the Nigerian secondary school system/ _cR. E. Tawo
264			_aPretoria: _bUnisa Press and Routledge, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 10 , number 2 ,
520			_aThe increasing gap between what students learn and what they remember has agitated the minds of educators in recent times. The apparent gap is that teaching tends to be more theoretical than practical. For instance an apparent absence of relevant instructional materials, skilled vocational education personnel and the current lack of awareness on the part of policy makers on the advantages of pragmatic education, constitute current obstacles to the actualisation of pragmatic student-oriented secondary school education curriculum in Nigeria. However, this paper therefore, describes methods by which secondary school education can be made more functional through the introduction of more practical learning schemes which shall ultimately equip graduates with revenue generating and life skills. Fifty teachers and 150 students were randomly selected for the study from formal and non-formal secondary schools in Calabar Metropolis and Calabar South Local Government Area of Cross River State of Nigeria. Ex-post facto design was adopted. A 16 item questionnaire constructed on a modified four-point Likert-type scale was used for data collection. The data was analysed using simple percentages, independent t-test and a One-way analysis of variance. The findings revealed that, the schools lack adequate instructional materials and adequately trained vocational education teachers. Based on this, it was recommended among others, that a student-oriented curriculum be implemented in line with the objectives of the Millennium Development Goals (MDGs), Education For All (EFA) and Universal Basic Education (UBE). Also more practical skills-oriented education and vocational education teachers should be employed to train the students on the development of functional literacy skills
650	4		_a Student-oriented
650	4		_aCurriculum
650	4		_aPragmatic curriculum
700	1		_aArikpo, B. _eauthor
700	1		_aAsuquo, E _eauthor
856			_uhttps://doi.org/10.1080/18146627.2013.812286
942			_2lcc _cJA
999			_c156644 _d156644